Dissertations / Theses on the topic 'Taiwanese education'
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Chou, Chieh-Hsing. "International students' learning experiences in Taiwanese higher education." Thesis, California State University, Fullerton, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3580608.
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Johanson, Robert Emil. "The role of interactions in academic writing : a collective case study of five Taiwanese doctoral students in a graduate school of education /." Digital version, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008361.
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Stevenson, Luna. "Assimilation and Discrimination: The Contradictions of Japanese Colonial Education in Taiwan, 1895-1945." Oberlin College Honors Theses / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1274559363.
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Chang, Hung-Chieh. "Equal education, unequal identities : children's construction of identities and Taiwanese nationalism in education." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/7578.
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Children have been marginalised in nationalism studies, particularly in the discussion of education. The process of education was taken for granted while children’s agency and their construction of national discourses were neglected. This thesis was to examine and compare children’s national discourses and those in pedagogical materials in the context of recent Taiwanese nationalism since 2000. This thesis concerned children’s discourses and pedagogical discourses in four areas: (1) the nation; (2) national identity; (3) ethnicity; and (4) being a minority. Data was collected through individual interviews, documentary research and observations. Individual interviews were conducted with a sample of 28 primary school children (aged 8-11) in a selected primary school in Taiwan. The participants were recruited from children of Chinese immigrants, children of Vietnamese immigrants, and children of native Taiwanese to compare their various experiences and perspectives. The findings showed that children’s discourses did not necessarily correspond to pedagogical discourses although they partly match to each other. The nation was portrayed as ‘Taiwan’ consistently in the textbooks and by children, while the ‘Republic of China’ was being ‘forgotten’ by children and marginalised in textbooks. In addition, a Taiwanese identity is prevailing among children. However, children challenged the existing concepts of ethnicity and the language policy at school. Finally, this thesis found that the national discourses in pedagogy was rather exclusive than inclusive. Therefore, the minority groups, such as children of immigrants, Hakka, and the Aborigines, felt being the ‘others’ in the discourses of Taiwanese nationalism. In conclusion, children are not objects of pedagogical national discourses. Instead, the pedagogical discourses rely on students’ interpretation and performance. Therefore, children are active subjects who are able to challenge pedagogical discourses and construct their own national discourses.
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Chen, Hui-Chin 1964. "The self-image of Taiwanese adolescents: Gender and social class comparisons." Thesis, The University of Arizona, 1993. http://hdl.handle.net/10150/292032.
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Two hundred and twenty-three Taiwanese college and high school students (124 boys and 109 girls, aged 16-18 yrs) were administered the Chinese version of the Offer Self-Image Questionnaire for Adolescents (OSIQ) and Family Background Survey. The self-image questionnaire and social economic status (SES) survey data were used to investigate different gender and social class levels in the self-image of Taiwanese adolescents. Social class was determined by means of the Hollingshead "Two Factor Index of Social Position". Results showed that girls displayed poorer self-image than boys in many areas. Student's social class background had no apparent influence on self-image. Also there were no interaction effects of gender and social class in the self-image of Taiwanese adolescents.
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Chen, Pi-yun. "The promotion of native cultural education in Taiwan seeing from a multicultural perspective : issues and controversies." Thesis, University of York, 1999. http://etheses.whiterose.ac.uk/10881/.
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Lin, Patricia Yuen-Wan. "Cultural identity and ethnic representation in arts education : case studies of Taiwanese festivals in Canada." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/NQ56578.pdf.
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Park, Yoo Jin Deborah. "Women's effective leadership in contemporary Taiwanese churches." Thesis, Biola University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621907.
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The purpose of this grounded theory study was to understand and describe key factors contributing to the success of Taiwanese women leaders in the predominantly male context of contemporary churches in Taiwan. Participants included five effective female senior pastors and fourteen followers from these leaders' churches. Data were collected using in-depth, semi-structured interviews and participant observations. Data analysis yielded six major leadership characteristics in three dimensions: (a) Interactive dimension—spiritual leadership, relational leadership, team-building leadership, (b) Task dimension—organizational leadership, productive leadership, and (c) Change dimension—visionary leadership.
There is no rigid, linear, step-by-step progressive relationship among the six characteristics; rather, the linkage is reciprocal. Further, despite individual differences, all six major leadership characteristics were present in all leader participants. Also, while all leaders clearly saw spiritual leadership as the most essential, all the qualities were deemed important.
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Li, Yung-Chang. "A comparison of the occupational stress among Taiwanese special education teachers in three different educational settings /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9720539.
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Beaupré, Charles P. (Charles Paul). "Political ideology and moral education in Japanese and Taiwanese primary schools." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60618.
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Moral education in Japanese and Taiwanese primary schools is an important source of political socialization. An analysis of these two countries' moral education curricula reveals traditions which reinforce national solidarity and central governmental authority. Moreover, political ideology is merged with supporting academic, economic, and cultural values. This study examines the political ideology of the moral education curricula in Japanese and Taiwanese primary schools, the values and behavior promoted by these ideologies, as well as the similarities and differences between the Japanese and Taiwanese systems. It is shown that a distinctive feature of both systems is the emphasis placed on political conformism, high academic achievement, professional diligence and economic success.
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Chang, Jui-Jung. "Preliminary Research on Taiwanese Art Curriculum Design Based On Visual Culture." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/1541.
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In recent years, art education has started an on-going discussion on the issue of visual culture. In the past few years this issue also becomes topical due to the necessity to improve art education in Taiwan. Currently, art education based on visual culture has become a very important concern in Taiwan. However, the concept of visual culture has its origin in foreign theories. In order for our art professional to remain independent, it is essential that Taiwanese art teachers begin to address the issue of how to properly incorporate the concept of visual culture into the design of our art curriculum, by applying an educational method entirely based on the unique experiences of Taiwan. Responding to this need, I have tried in my current research to investigate the curriculum design model that is based on visual culture theories, and to combine it with a concept of cultural education that is uniquely Taiwanese. My hope is to provide a curriculum model that is based on native Taiwanese visual culture, which might ease the educators' efforts of turning theory into practice.Therefore, in the present study I will: (1) investigate the importance of applying visual culture to art education; (2) explore the suitability of applying the theory of visual culture to the design of art curriculum in Taiwan; (3) derive from this research a set of curriculum design principles based on the ideas of visual culture art education, which can be applied and linked to the cultural characteristics of Taiwan.
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Chan, Sheng-Ju. "Mergers in Taiwanese higher education : with special reference to efficiency effects." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10020517/.
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Wu, Chia Jung. "Effectiveness of a specific infection control education program for Taiwanese nursing students." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16541/.
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The purpose of the study The purpose of this research project was to develop and test an educational program for preparing Taiwanese nursing students for clinical practice. Study background The SARS outbreak revealed that health care professionals were ill-prepared for coping with the disease epidemic in terms of the rapid transmission of the infection, the high mortality and morbidity rate among health care workers, and the significant impacts on the public and health care personnel. Frontline nurses were the group at highest risk of becoming infected, as they are the health care personally that provide direct health care to infected patients. However, to date the ability of Taiwanese frontline nurses to respond to such a disease epidemic has not been examined. Study design This research project incorporated a three phase design, presented in the form of two separate studies. A small qualitative exploratory study was undertaken to validate the assumptions emerging from international literature regarding the preparedness nurses in managing an infection outbreak. The information gained was used to construct an infection control education program (Study I). A quasi-experimental design, using pre- and post-tests and experimental and control groups was then used to test the effectiveness of the education intervention (Study II). Participants A purposive sampling technique was used in the qualitative exploratory study, whereby six Taiwanese nurses who had provided direct nursing care to patients with SARS were interviewed. A convenience sampling approach was utilised in the quantitative study, which aimed to test the effectiveness of educational intervention. This, second study, had 175 participants in total, 80 in the experimental group and 95 in the control group. All participants were enrolled in the first semester of their fourth year in a five-year nursing program in two selected junior nursing colleges. The education intervention The purpose-designed standard and additional precautions (SnAP) program was the intervention. The experimental group received a SnAP program which consisted of 16 hours of classes over 16 weeks. The control group received a conventional education program. Data collection and instrument Data were collected at three time points during the study (baseline, four months, six month) using validated instrument. The reliability and validity of the instrument was established in a pilot study with a Taiwanese population prior to the present study. Data analysis t-tests and chi-square analyses were performed to assess any differences across demographic variables and baseline outcome variables between the experimental and control groups. Two-way repeated measures ANOVAs were used to examine the scores of the intervention and control groups across three time points. Results The data revealed that, at six months following the education program, there was a statistically significant improvement in the knowledge (F [2,180] =13.53, p=0.001) and confidence (F [2,94] =4.88, p= 0.01) of infection precautions in the intervention group compared to the control group. Also, the means of knowledge and confidence in intervention group showed a consistently increased across three time points; whereas, the mean of confidence relating infection control management in the control group resulted a drop at time 3. Although the application skills relating to infection control procedures did not show a statistically significant change during this period (F [2, 174] = 2.54, p=0.081), there were minor improvements in these scores at the six-month follow-up assessment. Conclusion The SnAP program had a positive impact on Taiwanese nursing students' readiness for clinical placement and potential outbreak of disease epidemics. Participation increased their knowledge about infection control precautions, their ability to properly use these specific precautions, and their confidence in solving infection-related issues in clinical practice.
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Yang, Hsiao-ling. "The contexts of scaffolding interactions in Taiwanese early childhood classrooms /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Cheng, Ming-hsien. "Culture and interpretation : a study of Taiwanese children's responses to visual images /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu148640228826077.
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Chen, Jau-Rong. "The cross-cultural adjustment of Taiwanese postgraduate students in England." Thesis, University of Warwick, 2001. http://wrap.warwick.ac.uk/3091/.
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This thesis critically reviews, evaluates and synthesizes theories of cross-cultural adjustment and international students’ sojourn activities, and develops a multi-layered and dynamic framework of cross-cultural adjustment. Empirical evidence, collected from the experience of Taiwanese postgraduate students in the UK, is used to build a grounded theory of cross-cultural adjustment. The process of cross-cultural adjustment is examined in terms of four key dimensions - self-identity, academic pursuit, affection and sojourn life-experience - each of which is broken down into more specific components (categories and sub-categories) according to the interview responses of the student sample. The result is an in-depth appreciation of the wide range of factors that contribute to the experience and challenge of cross-cultural adjustment for Taiwanese postgraduate students. For each of the four dimensions, certain core conditions are shown to give rise to specific adjustment phenomena which are shaped by certain contextual factors, and these phenomena give rise to a characteristic strategic response by the students, which then yields a specific consequence. The study shows that cross-cultural adjustment is a continuous process in which international students establish emotional alignment through social interaction and the articulation of their self-identity. The study provides a conceptual framework for future research into cross-cultural adjustment within different host countries, and also serves as a basis to help universities anticipate and manage effectively the adjustment problems faced by international students.
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Mun, Jae Hong Daniel. "Transformation of cross-cultural Korean leaders in Taiwanese churches." Thesis, Biola University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619662.
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Taiwan and Korea have been categorized in the same cluster of Confucian and hierarchical cultures. However, Korean missionary pastors in Taiwan experience significant cross-cultural differences that directly affect the effectiveness of their leadership among Taiwanese congregants.
This study discloses the four factors contributing to the effectiveness of select Korean missionary pastors: (a) personal traits, (b) interaction on cross-cultural issues, (c) trust, and (d) spirituality. Working as a whole, four key factors result in a four-fold transformation of leadership: (a) leaders responded to cross-cultural encounters with cognitive discernment, (b) which resulted in movement from authoritarian to servant leadership, (c) which fostered trust among followers, (d) which resulted in movement from servant to transformational leadership.
The theory in this study on the effectiveness of cross-cultural leaders in Taiwanese context is derived from the ground theory study using in-depth semi-structured interviews, and participant observation.
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Tai, Chun-Nan. "Logotherapy: Its theoretical integration and clinical implication from a Taiwanese American perspective." Scholarly Commons, 1993. https://scholarlycommons.pacific.edu/uop_etds/2842.
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This study focused on Viktor E. Frankl's major concepts and the therapeutic techniques which emerge from his theory of logotherapy. The purpose of this study was threefold: (a) to examine the philosophy and human nature as set forth by logotherapy, (b) to explore the relevance of logotherapy to Taiwanese culture and (c) to inquire what contributions logotherapy could make to the mental health of the Taiwanese community abroad and in the United States. In order to achieve these purposes, a survey was conducted to investigate the compatibility between logotherapy and traditional Chinese philosophies, Confucianism and Taoism. The survey suggested that logotherapeutic orientation was helpful and relevant to cross-cultural counseling. Its holistic worldview made it easier for cultural integration. The survey also supported that there were closed relationship and compatibility between logotherapy and traditional Chinese philosophies. The will to meaning, the basic tenet of logotherapy, has also been a central motivation in the Taoist and Confucian way of life. All three philosophies have shared understanding of human freedom and responsibility. They have also shared the techniques which were employed in the case studies to effect the cure. Guidelines for counselors involved in cross-cultural counseling and psychotherapy were developed from the survey and presented in a practitioner's guide to logotherapy. The procedures and techniques were applied with great caution for they could have been counter-productive if not applied appropriately. A further research and validation of the techniques are needed.
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Liu, Wen-I. "Effectiveness of a collaborative case management education program for Taiwanese public health nurses." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16396/.
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Taiwanese health authorities are increasingly applying case management as a health care delivery strategy in the community. However, most Taiwanese public health nurses (PHNs) do not receive case management education because there are few education programs available. Several limitations in existing evaluative studies of case management continuing education programs were identified. These methodological weaknesses limit the conclusions that can be drawn about the effectiveness of these education programs. Hence, the purpose of this study was to develop, implement and evaluate a collaborative case management continuing education program for Taiwanese PHNs. The study was divided into three phases, with an expanded theoretical framework used to guide the program development, implementation and evaluation. Phase One conducted focus group discussions in order to assess the educational needs of Taiwanese PHNs. Phase Two developed a collaborative education program based on the findings of a literature review and the needs assessment. The initial program was evaluated by an expert panel and pilot testing was undertaken. Phase Three implemented and evaluated the program using an experimental research design and mixed evaluation methods. Three outcome levels were assessed, namely reaction, learning and performance by examining changes in PHNs' case management knowledge, skills and practice. The participants in the study were PHNs employed in health centres in Taipei City. The program itself involved 16 hours of workshops through four half-day sessions, conducted every two weeks during the participants' work time and at their workplace. Two types of data, focus group data and questionnaire data, were collected during the course of the study. The focus groups were conducted before and after the program delivery, for the needs assessment and program evaluation, using a subset of the participants. The focus groups were moderated by the researcher, who used a focus group discussion guide to collect data. The other data set was collected using self-report questionnaires. The participants were randomly allocated into two groups using cluster sampling, the experimental and comparison groups. Both groups were given questionnaires before the education program commenced, and then again eight weeks after the program was completed. For ethical considerations, PHNs in the comparison group also received the same program after data collection. The results revealed that the majority of participants were satisfied with the program. The education intervention significantly improved PHNs' case management knowledge, performance skills confidence, preparedness for case manager role activities, frequency of using case management skills, and frequency of using these role activities. A number of changes in case management practice were reported, in particular that the participants tended to follow the case management process more often and focus more on the quality of case management. This study was guided by an integrated theoretical framework, and used a clustered randomised controlled design to assess the effectiveness of the program across multiple levels of outcomes, hence addressing the design deficits identified in the prior evaluative studies. This study therefore provides an important contribution to the fields of nursing and case management by developing, implementing and evaluating a case management education program. Additionally, the program itself offers an evidence-based educational experience for PHNs and provides a new tool for nursing education in the context of Taiwan.
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Stafford, Charles Lester. "Good sons and soldiers : religion, education and the family in a Taiwanese village." Thesis, London School of Economics and Political Science (University of London), 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245612.
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Huang, Ruen-Ting. "A program for teaching environmental issues in Taiwanese junior high schools." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2668.
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This project is designed for junior high school teachers who wish to initiate environmental issues-based education in Taiwan. It addresses the current education at junior high schools and important environmental issues in Taiwan, presenting instructional strategies for teaching controversial environmental issues. The appendix of the project is an original design for a systematic environmental issues curriculum, including student-centered and teacher-centered activities that could be integrated into curricula on related subjects. Lessons include the environmental awareness, ethics, skills for analyzing issues, research skills, debate practice, negotiation practice, and projects.
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Lee, Su Tseng, and res cand@acu edu au. "Teaching Pronunciation of English Using Computer Assisted Learning Software: An Action Research Study in an Institute of Technology in Taiwan." Australian Catholic University. School of Education, 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp174.16092008.
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This research investigated how the characteristics of two Computer Assisted Langauge Learning (CALL) programs assisted Taiwanese students learning English pronunciation, how the different types of feedback in the program helped them to learn English pronunciation effectively, and how teachers may effectively integrate such computer software into their teaching. The purpose of the study was to define directions for pedagogy and research in CALL in Taiwan, drawing on the perceptions of Taiwanese college students and their teacher in regard to the effectiveness of the selected programs and their feedback functions. This research sought to explore ways to develop and improve English pronunciation learning in Taiwan by using another tool in addition to teacher-directed learning. It is anticipated that the research will provide Taiwanese language teachers with information about how to supplement their teacher directed language teaching, and about what learning tools are effective for this. In all, one teacher/researcher and 153 college students across four classes took part in this research project, and the setting was in an Institute of Technology in Taiwan. The students all used the two computer software programs separately in a computer laboratory for several weeks, and their perspectives about the effectiveness of the programs and the feedback they gave were gathered. The research methodology was action research, and it used an open-ended questionnaire and participant observation for collecting data, as well as content analysis for the interpretation of the data. In addition, the students wrote learning sheets which aimed to focus their learning. The results showed that the students preferred the program with explicit correction feedback, and with repetition and other specific functions, as well as the facility for selfpaced and self-directed learning. The key finding of the study was that in Taiwan, when used alongside the traditional classroom teaching, CALL is a tool which has the potential to address some of the issues English pronunciation teachers face, such as low student motivation and low English pronunciation proficiency. A number of recommendations are made for the effective use of CALL. Students gave several detailed suggestions in regard to the computer software functions which could help them to learn more effectively, and the teacher also addressed some issues which need to be considered when using CALL computer software to assist students’ learning.
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Pan, Li-Chi, and res cand@acu edu au. "No Pain, No Gain: an investigation of the concept of persistence in learning in a Taiwanese college program." Australian Catholic University. Trescowthick School of Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp116.25102006.
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This study aims to explore, describe and thus understand the phenomenon of two-year college program students’ persistence within the context of Taiwanese culture and tradition; and to develop and provide a framework or patterns for understanding working adult students’ persistence for educators. By using a hermeneutic phenomenology approach, the persistence in learning experiences of specific participants was explored based on semi-structured interviews in two exploratory studies linked by a comprehensive literature review. The researcher’s own experience of persistence was also included as part of the study. The data were analysed by using thematic analysis and narrative construction. Findings reveal that participants persist with the support of enabling factors and application of coping strategies despite barriers. The intertwined relationship between the value placed on qualifications, identity recognition and views of persistence contribute to the concept of persistence. This concept develops through schemas emerging from the data: historical effect, cultural reproduction and identity construction. Under the influence of Taiwanese tradition and culture, this concept of persistence immerses into the participants’ knowledge ground and standpoints to understand the world they live in. The concept is defined as ‘no pain, no gain’ and includes dimensions of insisting on the right to study, fulfilment of dreams, being a role model of good study habits, personal growth and enrichment. Participants construct both social identity as graduates and personal identity as progressive, competent and respected individuals. The findings of this study benefit both theory and practice. Theoretical implications and recommendations include providing insights into the concept of persistence through development of schema that underpin factors contributing to working adult students’ persistence in Taiwan. Practical implications and recommendations include insights drawn from the perspective of Taiwanese culture and tradition to understand the experience of two-year college program working adult students to persist in a high level learning environment, which informs educators to see themselves as important sources of support and information, and thus able to assist their students to cope with the barriers to their learning, or to extend persistence outside their formal educational settings and maintain their learning.
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Liao, Shih-Chieh. "How logical reasoning ability and empirical knowledge interact in the process of solving problems about light and vision among Taiwanese secondary school students." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280194.
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Piagetian scholars argue that the effect of problem content, e.g., empirical knowledge, should decrease with age. Indeed, they believe that the empirical knowledge cannot affect human problem-solving after individuals approach the formal operation stage. In arguing this point, this study uses an A-AR model to address how empirical knowledge affects the problem-solving process among Taiwanese secondary students. The A-AR model is borrowed from mathematics and the symbols, A, A, and R, represent Assumption, Answering, and Reasoning, respectively. Similar to solving mathematics problems, the A-AR model problems require participants to use the given assumptions by logical reasoning in order to respond to the problems. In this situation, the effect of empirical knowledge on problem-solving is easy to detect. There are three results about human problem-solving found in this study. First, the empirical knowledge still affects human problem-solving at the formal operation stage. Not like the Piagetian scholars' assumption: the effect of empirical knowledge is decreasing with age, this study finds that the effect of empirical knowledge is S-shape. The S-shape is a result of academic training. Second, the academic training, major, shapes human problem-solving strategies. For instance, the 12th grade science students' problem-solving strategy is based on logical reasoning ability by the given assumptions and the same grade social science students' strategy is according of their empirical knowledge. Third, the interference of logical reasoning ability and empirical knowledge is a predictor of the empirical knowledge effect on human problem-solving. The relation between the empirical knowledge and interference can be characterized as: the more negative interference the participants have, the more of the empirical knowledge effect they will have in the next year. This study does not agree with the Piagetian theory about human problem-solving: the effect of empirical knowledge should decrease with age. Indeed, this study argues that the problem content still affects human problem-solving after individuals move into the formal operation stage. The different kinds of academic training---science and social science major---shape human problem-solving strategies into either a logical reasoning base or an empirical knowledge stand, respectively.
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Yueh, Mei-Chun (Michelle). "Introducing a new subject: The case of environmental education in Taiwanese junior high schools." The University of Waikato, 2007. http://hdl.handle.net/10289/2656.
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The introduction of environmental education in schools has been the focus of a long campaign worldwide since the late 1960s. The difficulties in teaching environmental education, including the choice of curriculum models, and the obstacles to changing contemporary schooling patterns have been well documented. The traditional process of new subject emergence has been detailed in the literature; whether or not environmental education should or could follow this traditional pattern of subject emergence in schools is the focus of this thesis. In Taiwan, the introduction of environmental education in junior high schools occurred as part of a nationwide curriculum change in 2002. This research used an interpretive approach to explore the views and practices of staff in three typical Taiwanese junior high schools at this time. The focus of the research was to study what happened at the level of classroom teaching and school development. The research program was designed to interview both administrators and teachers before, during and after the first year (2002 school year) of curriculum implementation in each of the three case study schools. Three rounds of interviews were conducted over a period of three years (Sept. 2001 - June 2004). As well as interviews, national and school documents were collected; and announcements and decisions from the Ministry of Education and schools were documented. Also, because the reform encouraged the development of school-based curriculum, a questionnaire was given to the one school which chose environmental education as their school-based curriculum in order to better understand the emergence of environmental education in this school. The findings show a paradox in Taiwanese junior high schooling: although each school placed considerable value on environmental education, the data showed that the introduction of environmental education via an infusion strategy during a time of national curriculum change had minimal impact in the three Taiwanese case study schools. A cross-case analysis indicated the reason for this failure was the lack of effectiveness of eleven supporting themes often discussed in the emergence of a new subject: the possibility of gaining external examination credit and entry to a university department; the prioritising of the subject in school timetabling and programming; the development of a systematic syllabus; the presence of proactive support from central government leadership; the provision of teacher professional development; the inclusion in the informal as well as the formal curriculum in a school; the inclusion of environmental education in non-formal education in society; the presence of clear subject characteristics and definition; the presence of substantial school-based material interests; the gaining of support from an external constituency, especially parents; and the presence of an emergence process that couples internal value evolution with external compulsion. The Taiwanese case studies raised three particular and additional themes for the emergence of environmental education, specifically: the need to set up long-term partnerships with local groups that have an interest in or responsibility for the local environment (e.g. societies, agencies and non-governmental organisations) to achieve local environment involvement; the need for a whole school approach through curriculum integration to achieve the transformative nature of environmental education; and the need to build up a sound cooperative network that includes people at all levels of the education system and society to achieve a national cooperation network. These three particular themes derived from the nature of environmental education as a holistic, integrative and interdisciplinary subject. In summary, the findings not only confirmed the themes important for the emergence of environmental education and other contemporary school subjects, but they also raised particular themes pertinent to the emergence of environmental education. When these three particular themes are not taken into account, the effective emergence of environmental education in contemporary schooling, as exemplified by Taiwanese junior high schools, will be difficult to achieve in mainstream education.
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Chen, Kuan-Yun. "University English teachers' ideologies in respect of English language policy in Taiwanese higher education." Thesis, University of Southampton, 2018. https://eprints.soton.ac.uk/427681/.
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English is recently used as a lingua franca (ELF) in global communication, involving people from different socio-lingualcultural backgrounds. However, the fact of using ELF still has not been fully recognized in Taiwan, where English is mainly considered as a second, foreign, or international language. Many institutions in non-Anglophone countries nowadays have started to use English as a medium of instruction (EMI) and launched new language policies. In Taiwan, for example, the language policies in higher education are graduation benchmark and EMI. Besides, language teachers' attitudes and perceptions towards English also have great influence on students' attitudes. Researchers have explored the issue of EMI and language policies from various perspectives, but mainly from students' perspectives rather than from language teachers'. Given this gap, this research explores Taiwanese university English language teachers' perceptions of English, by considering the aforementioned language policies and teaching practices from their viewpoints. Thus, one of the aims in this research is to discover teachers' language ideologies guiding their own and students' perceptions of English, as well as their attitudes towards ELF. Using a qualitative method research design, this research employed two sets of data collection tool: semi-structured interview and focus group. The research was conducted with Taiwanese university English language teachers from different universities/colleges in three regions of Taiwan. To analyse qualitative data, a mixture of qualitative content analysis, discourse analysis, and positioning theory were applied. Participants' language ideologies were emerged from several factors, for example, the previous education experiences. The results show that overall, participants do not hold standard language ideology but still believe English as a native language (ENL) norm is necessary in language education. Most of participants also hold negative attitude towards the current language policies in Taiwan. Furthermore, many participants have limited knowledge of ELF but approve the theory and perspective. The research has ideological and practical implications for English language policy and practice in Taiwanese higher education. The results propose that education authorities and policymakers should reconsider the English role in Taiwan as well as in the world and revise the current English language policy in order to make them more in-line with the current sociolinguistic reality of English use.
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Petersen, Leah. "A qualitative examination of the experiences of Taiwanese transnational youth in Vancouver." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=67021.
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This thesis consists of two manuscripts. The first manuscript reviews empirical studies on Asian transnational families in English-speaking countries in the last two decades, provides critical analysis of the content and methodologies employed in the studies and makes recommendations for future research. The second manuscript reports the results of a qualitative study that aimed to explore the core essence of Taiwanese transnational youth's experiences adapting to the dual household arrangement in Vancouver. More specifically, the study seeks to answer the following questions: (1) How did Taiwanese transnational youth understand their family's decision to enter a transnational arrangement?; (2) How did Taiwanese transnational youth's family dynamics and individual familial relationships change over time?; and (3) How has the experience of transnational migration affected Taiwanese transnational youth's sense of identity and their plans for the future? Implications for future research and practice are also discussed.Cette thèse contient deux parties: La première est une analyse documentaire des immigrants transnationaux Asiatique en Amérique du Nord. La deuxième étude porte sur l'expérience de jeunes Taïwanais transnationaux vivant à Vancouver. L'analyse documentaire examine les études publiés pendant les décennies 1989-2009, porte une analyse critique du contenu et méthodologie des études, et fourni des recommandations pour la recherche sur les familles Asiatique transnationaux dans l'avenir. Dans le cadre de la méthode phénoménologique, cette étude a pour but de cerner la structure transcendante ou l'essence des jeunes Taïwanais transnationaux qui doivent s'adapter à vivre dans deux foyers. Notamment, les questions suivantes sont posées : (1) comment les jeunes Taïwanais transnationaux ont-ils interprété la décision prise par la famille de vivre à deux endroits?, (2) comment la dynamique familiale et les rapports au sein de la famille des jeunes Taïwanais transnationaux ont-ils évolué?, (3) comment la migration transnationale a-t-elle changé leur image d'eux-mêmes et les projets d'avenir des jeunes Taïwanais transnationaux? Tout d'abord, un recensement des écrits sur les familles asiatiques transnationales dans les pays anglophones sert à situer ce mouvement migratoire unique en son genre. Les réponses aux questions formulées ci-dessus fourniront les orientations à donner à des études ultérieures sur les jeunes Asiatiques transnationaux et aux recommandations dont pourront bénéficier les travailleurs les côtoyant.
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Cong, Menglong. "A Comparative Analysis of Acculturative Stress Among Mainland Chinese and Taiwanese International Students at a Hispanic Serving University." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10605461.
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To pursue higher education in the United States can be a rewarding opportunity for many Chinese/Taiwanese international students. However, many challenges including acculturative stress may hamper the students’ ability to succeed in the US. Previous literature about the factors affecting Chinese/Taiwanese international students’ acculturative stress indicates mixed findings. One of the purposes of this study was to add clarity to this literature base by re-examining the impact of a range of factors noted in the literature, paying close attention to two distinct groups; students from mainland China and peers from Taiwan. Data was collected via an online survey from a predominantly minority serving institution on the West coast of the United States. In all, 112 Chinese/Taiwanese international students completed the survey. The results indicated that age, gender, and years in the United States do not predict Chinese/Taiwanese acculturative stress. However, education level was significantly related to Chinese/Taiwanese acculturative stress. Additionally, graduate Chinese/Taiwanese international students experienced significantly lower acculturative stress than undergraduate. No meaningful differences in terms of acculturative stress patterns were found between mainland Chinese and Taiwanese because of the small Taiwanese sample size.
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Lee, Yen-Ping. "A study of Taiwanese sixth grade students' responses to self-selected advertisements." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1247493417.
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Thesis (M.A.)--Kent State University, 2009.Title from PDF t.p. (viewed Mar. 26, 2010). Advisor: Koon-Hwee Kan. Keywords: Visual culture; advertisements; Taiwanese; elementary school students. Includes bibliographical references (p. 173-181).
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Lai, Mei-Chun. "Nature of Science Knowledge and Scientific Argumentation Skills in Taiwanese College Biology Students." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337969498.
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Liu, Wen-chung, and res cand@acu edu au. "Memorization and Improvisation: a Comparison of Two Strategies in the Oral Acquisition of English as a Second Language." Australian Catholic University. School of Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp124.25102006.
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The purpose of this research is to investigate the effects of two teaching strategies, memorization and improvisation, on ESL (English as a second language) students’ oral proficiency and how they perceived the strategies and the activities used in the classroom. Participants were 16-year-old nursing students in a Taiwan medical college. They had learned English for at least three and a half years before joining the study, but most of their previous learning was focused on reading and writing. They were divided into three groups, experiencing a memorization strategy, an improvisation strategy, and a strategy combining memorization and improvisation respectively. Data were collected from their oral pre-test and post-test, perception questionnaire, perception interview, college-wide satisfaction survey and in-class observation. Data were analysed in both quantitative and qualitative ways. The results showed that each of the strategies had significant positive effects on students’ oral acquisition, but the improvisation group performed significantly better than the memorization group, and the memorization group did better than the combination group. However, the satisfaction and perception surveys showed that participants preferred the combination strategy to the improvisation strategy, and the improvisation strategy was preferred to the memorization strategy. The finding also showed that participants’ initial oral language levels made no difference on the rate of oral improvement. The high-level and intermediate students demonstrated no difference in their preference for the two strategies, but the low-level students showed significant preference for the memorization strategy. In terms of the teaching activities, participants preferred task-based activities to discussion activities, and activities involving multiple people were preferred to monologues such as storytelling and news reports. Nevertheless, preference made no difference on participants’ oral improvement. Based upon the insight gained from this study, pedagogical implications and for teaching oral language were developed and suggestions for future research have been recommended.
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Lee, Wan-Lun. "Integrating literature and cooperative learning with non-English majors : a Taiwanese study." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/34571/.
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The value of using literature in the language classroom has attracted a renewed interest and attention in the ELT community in the last few decades. Major justifications for using literature with language learners include valuable authentic and motivating material, language and cultural enrichment, as well as personal growth and involvement. However, in Taiwanese higher education, literature is often kept off the majority of university English courses and reserved only for advanced literary courses for English majors. Non-English majors are seldom provided with opportunities to learn the target language through literary texts because literature is often considered too difficult or impractical for them. To help these EFL students tap the power and potential of literature in English language learning, this study brings together literature and cooperative pedagogy to design a literature-focused cooperative learning (LFCL) project, in which students work in cooperative groups, inside or outside the classroom, to complete a variety of cooperative language learning tasks appropriate to each stage of the reading of a literary work of fiction. This project was applied to my ten-month, two-semester actual teaching of three groups of non-English majors to explore the effects of such integration holistically in terms of student experiences and perceptions, motivation, learning processes and outcomes.
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Shih, Ya-ting. "Taiwanese-Guoyu Bilingual Children and Adults' Sibilant Fricative Production Patterns." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1354603130.
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Kuo, Chien-hua. "A post-colonial critique of the representation of Taiwanese culture in children's picturebooks." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1124153596.
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Thesis (Ph. D.)--Ohio State University, 2005.Title from first page of PDF file. Document formatted into pages; contains xvi, 312 p.; also includes graphics (some col.). Includes bibliographical references (p. 305-312). Available online via OhioLINK's ETD Center
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He, Su-Chuan Morrison George S. "Meeting the challenges of diversity beliefs of Taiwanese preservice early childhood teachers /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9847.
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Chen, Shang-Ying. "From arts administration to creative versatility adapting the Taiwanese arts administration training system for the twenty-first century /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu148640044637245.
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CHUANG, HSUN-YU. "IDENTITY MANAGEMENT POLITICS IN GLOCALIZED ENGLISH HEGEMONY: CULTURAL STRUGGLES, FACEWORK STRATEGIES, AND INTERCULTURAL RELATIONSHIPS IN TAIWANESE ENGLISH EDUCATION." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1345.
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The globalization of the English language has rendered both positive and negative impacts to countries around the world. With the ever-increasing pervasiveness of the English language, many non-native-English-speaking (NNES hereafter) people and countries have shown growing interests in teaching and learning English. Some governments of these NNES countries have decided to implement “English” as a mandatory school subject into their compulsory curriculum in order to “connect with the world” and/or to increase their nation’s international image. However, in these NNES countries, English often does not hold official capacity and is taught as a foreign language (EFL). Although English (language) education can bring positive changes to a nation, it is not free of problems. Essentially, English education influences many NNES countries and their citizens in sociocultural, economic, and educational arenas. Some scholars, such as Tsuda (2008), assert that the “problems” and impacts are inseparable from “English language hegemony.” My country of origin, Taiwan, is one of the EFL and NNES countries that implements English education in our nation’s compulsory education. In recent decades, communicative-based English educational approaches have received great support from the Taiwanese Ministry of Education. In an EFL setting, such as that in Taiwan, the said educational approaches have complicated English education even further. In particular, the communicative-based approaches focus on teaching and practicing English oral proficiency, which average Taiwanese citizens do not need in their daily lives. Many Taiwanese people experience identity struggles and self-esteem issues because of their less-than-desirable English oral proficiency. In addition to Taiwanese, native-English-speaking (NES) teachers who are recruited to teach English in Taiwan are an integral part of the Taiwanese English education. As a Taiwanese citizen and an intercultural communication scholar, I recognize the intricate complexity of Taiwanese English education and am compelled to examine it in this dissertation as it has not received much attention in the discipline of Communication Studies. In this dissertation, I employ Identity Management Theory (IMT) (Cupach & Imahori, 1993; Imahori & Cupach, 2005) as the primary theoretical framework to examine Taiwanese English education. Particularly, I utilize IMT to study the identity construction and management (such as identity freezing), facework strategies, and intercultural relationship development among NES teachers, Taiwanese English teachers, and Taiwanese students. To carry out this research, I employ critical complete-member ethnography (CCME) (Toyosaki, 2011) as the central research methodology, because I see myself as a complete-member researcher with my research participants. I share complete-memberships with them in nuanced, complex, and contextual manners. Methodologically, CCME entails ethnography of communication, autoethnography, and critical ethnography; all are informative of my data collection methods, including ethnographic participant observation, ethnographic interview, and autoethnographic journaling inside and outside of English classes at different Taiwanese universities. These three methods helped me gather rich data for this research. To analyze and discuss the data, I employed thematic analysis (Owen, 1984) and critical examinations of consensual and conflictual theorization (Fiske, 1991; Toyosaki, 2011). Both methods render complex findings. In particular, the analysis and discussion reveal and explain (a) how the research participants manage cultural identities through marking scope, salience, and intensity with different English educational participants, (b) how they apply facework strategies to cope with identity freezing experiences, and (c) how they establish and maintain intercultural relationships with other English educational participants as they transition across different relational phases of their relationships. I deliver the findings thematically in an analytical and narrative-like manner, as I layer and weave together the field notes, the interview responses, and my autoethnographic journaling. Ultimately, I argue that English hegemony has glocalized in Taiwanese English education and is manifested through research participants’ identity management politics and their intercultural relationships. Essentially, my research shows that identity management politics is inseparable from the power differentials and inequalities imbued in Taiwanese English education. Voluntarily and/or involuntarily, the research participants and I have normalized English hegemony, embodied its presence in our knowledge production and consumption, and given English/Western ideologies consent to dominate our communicative choices, our (sub)consciousness, and our intercultural relationships. Aside from perpetuating English hegemony, I have also observed resistance against the said hegemonic impacts inside and outside of the English classrooms. In a power-laden intercultural communication context, such as Taiwanese English education, critical analyses and examinations play essential roles in revealing the identity management politics and power differentials embedded in the (mythically) “innocent” English classrooms. I further recognize how this research serves as an example to other EFL and NNES countries. In due course, I conclude that my research makes contributions to the scholarships of intercultural communication and to English education in Taiwan and beyond.
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"Taiwanese identity and language education." Thesis, 2003. http://hdl.handle.net/10388/etd-07222003-125226.
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In this thesis I look at the question of Taiwanese identity by focussing on characteristics that have come to be considered natural human identity attributes worldwide. I look at historical discourses that have depicted and constructed these attributes as essential to the nature of human beings. Biological theory, terminology, modes of classification, and conceptions of human being established in the natural sciences, and imported to the social sciences, have created a general international discursive regime that employs notions of blood relations, lineage, family, nation-ness, race, ethnicity an ongoing constructions and contestations of identity. The discourse on identity as a matter of heritage is echoed in the science of linguistics with the classification of languages into natural family groups. Linguistic group as an identity marker complicates and is complicated by the general discourse on identity also employing “family talk. I try to show that the human being conceived principally as a biological being, became the focus of techniques of population control and institutional reproduction of social subjects in eighteenth and nineteenth-century Europe, especially with mass education, and that this process was replicated in the industrialization and modernization of Taiwan. In Taiwan, as in Europe, techniques of what Michel Foucault calls “biopower” were deployed in the process of strengthening the productive powers of the nation state in the international struggle of the survival of the national fittest. For Foucault the spatial and temporal patterns of interaction these institutional processes employed created the kind of social subject that is a precondition for capitalist expansion.
In addition to the implicit training that modern institutions employ, there are also explicit educational programs that are grounded in scientific and social theories that modern societies propagate in the curricula of public systems of education. The Taiwanese learned that their identities, as Chinese citizens, were determined by blood lineage, that is, by racial association. I will explain that in China and Taiwan these positivistic, essentialist and biological ideas of identity, were picked up from the western biological and social sciences by Chinese intellectuals at the turn of the twentieth century. In combination with Confucian ideas on family these ideas were consciously selected by the Nationalist government in Taiwan and employed in the production of a specific form of Chinese citizenry in Taiwan. Reinforcing deeply entrenched discourses on race, long expressed in historical China, these biological and familial conceptions were deployed for political purposes in education programs designed to legitimise the right of the Nationalist government to rule China and then Taiwan.
Finally, the metaphor of biological family that was employed in an understanding of nation-ness in Taiwan has also come to determine thinking about the natural association between languages, nations and races. In the science of linguistics, languages are depicted as having evolved in the same way races do. In these classifications, official national languages, which historically are the dialects of dominant social groups, are determinative of socio-economic class reproduction, being considered the summit to which all speakers of all secondary dialects are compelled to aspire. The question of language education for identity in Taiwan will be examined in light of these preconceptions, processes and programs.
I show that language, nation and race have tended to be cast in discourse as naturally combined elements that determine identity. As a result of colonial educational processes these identity terms tend to be understood as both natural attributes and, as naturally adhering to each other. Nationalities, national or official languages, constructed races, and constructed ethnicities tend to be combined in a globalized discourse to produce dominant images of certain societie’s identities. The English language in Taiwan will be shown to be understood as “a white” language. In colonial discourse nations, races, ethnicities and language types have each been imbued with specific values and statuses. Therefore, dominant images that combine these attributes serve to create intra-national and international human hierarchies. In Taiwan, American English has the potential of raising the status of its learners in the national and international hierarchy toward the high point represented by America as the imperial centre.
In Language and Symbolic Power (1991) Bourdieu describes attributes that distinguish groups as different forms of symbolic capital. I want to hold that the nation/social space of Taiwan represents one node within a global network where capitalist forces continue to entrench privilege and power of national and international elites whose place in this hierarchy, whose opportunities for material and social advantages, are determined by the relative statuses of their nations, races, ethnicities and languages. “Black”, “brown”, “white” and “yellow” people, speakers of specific official languages, or what are considered derivative dialects, are imbued with a matched set of symbolic forms of capital that have come to have specific social values. These help to determine specific life opportunities in different social settings. I focus on two related settings in Taiwan where expressions of different forms of symbolic capital have significance for Taiwanese identity. The first is the struggle between what have come to be understood as two ethnic groups in the latter half of the twentieth century that I will designate as mainlanders and islanders. The second is the context of English language teaching where certain accents and racial distinctions have come to play a part in the promotion of English as an important form of cultural capital. The struggle between the mainlanders and islanders will be shown to have affected relative opportunities for achieving English skills, to continue class stratification in Taiwan, and to further endanger traditional island cultures and languages.
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Kazumi, Hirashima, and 平島和美. "About Japanese language education for Taiwanese children." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/85763984906010137004.
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Tseng, Yung-Hao, and 曾泳豪. "Study on Education of Taiwanese Opera Professionals." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/33572156384870428912.
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碩士國立臺北藝術大學
建築與文化資產研究所
103
Taiwanese Opera, the local traditional performing art originating in Taiwan, is still one of the most popular performing arts either in major opera house or in small performing booths. Therefore, the demand of young Taiwanese Opera performers is urgent. However, which is the most effective training for performers of Taiwanese Opera has become the main issue. The study surveys the training programs from ancient Court Music officers, Opera Troupe of Family in Ming and Qing Dynasty, to contemporary professional trainings. The cultivation methods of traditional performing art actors, as well such basic requirements as four skills (sing, speaking, figuring, and stage combat or dance) and five means (postures movements of hands, eyes, body, steps, and their techniques), are main theses included. Taiwanese Opera performing styles such as local tour performing, outdoor or theatre performing, air broadcasting, movie and television shows, as well as multiple actor training programs such as family succession, professional troupe training, college programs, official training, and the joining of Peking Opera performers are explored in the thesis. Between traditional performing arts instructors, students, administration and performing community providing funds for training, I chose some interviewees, applying the in-depth interview method to investigate their experiences and ideals of training programs in Taiwanese Opera. Comparing training programs both in past and present, the efficiency between teaching and learning is objectively assessed. At the last section of the thesis, I explored the ways to break through the limitation of traditional performing arts education, discussing the application of on-the-job digital learning methods such as MOOCs for Taiwanese Opera employees.
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YAO, CHI PEI, and 嵇珮瑤. "The Study on Character Education from Taiwanese Folktales." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/37216555520954852858.
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碩士臺北市立教育大學
中國語文學系碩士班
100
In this thesis, which is titled ' The Study on Character Education from Taiwanese Folktales ', covers mainly three dimensions: First, the Taiwan Folktales of ancestors handed down wisdom, reflects the philosophy of the ancestors of doing things, values, and with social enlightenment function. The past enlightenment function is similar to the character education today. However, in many previous studies of the literature, there is no comprehensive and in-depth analysis of the connotation of character education in Taiwan Folktales. Second, the writer cut in the view of the moral core value by given the educational significance of the folktales. Third, after a period of the change and conversion of the moral core value or the changes in its meanings, the future generations derive a deeper life recommendation. In this study of Taiwan Folktales, which pick and choose the story that has a value of the moral core. At the same time, arrange and generalize the value of the moral core from the character of cities and counties. Therefore, to compile the statistics and lists of the higher repetitive as the connotation of the character education indicators in the analysis of Taiwan Folktales. Then classify the core value in accordance with the Ministry of Education as 'people and the individuals', 'people with the others' and 'people and the society', in order to set out the story chapter and summarize the conclusions. The first chapter is introduction, which explicates motives, purpose, approaches of this study, as well as the results of existent studies. Chapter two connects the character education and Taiwan folktales. Chapter three narratives the core value of the story about hard-working, honest and grateful contentment from the perspective of 'people and the individuals'. Chapter four extends the mean of 'people with the others' regarding to the filial piety, trustworthiness, gratitudes, and the attentive to helping people as the core value wherefore to weave the social networks. Chapter five which aimed at the 'people and the society' as the expound. The fairness and justice, sacrifice and dedication, and the solidarity and cooperation are the main core values. The sixth chapter concludes the cross references of forgoing contentions in order to integrates. By this thesis, the experience of our ancestors had created the folk tales of Taiwan, learning problems our ancestors faced in response to the Road and Life method, to understand their life background and structure, call the issue of human nature and moral Conscience, reaching folk tales and moral education in Taiwan to promote social harmony and social serene.
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Chang, Yuan-Chuan, and 張源泉. "On Constitutionality of Taiwanese Religious Education--An Analysis of the Civil Education." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/87324483682230993874.
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碩士國立政治大學
宗教研究所
91
The motif of the thesis is to investigate the constitutionality of the religious education. This thesis includes three sub-thesis: 1. could the public schools enforce the education of the life with the significance of the religion?2. could the state forbid the private primary and junior high schools to establish the religious education? 3.does the constitution authorize the Xinyue Protestants to decline the general education which offends against their religious beliefs and choose to be educated at home? Aiming at these problems, this thesis sets out from the stance of the historical analysis to inquire into the development of the religious education. Then, the thesis explicates the foundation of the constitutionality of the religious education. Finally, basing upon the aforesaid results, then further discuss the constitutionality of the religious education. With the respect of religious education in the public schools, if according to the standpoint of the separation of church and state, the enforcement of the life education should spread various religions, secure the schools to provide a place for targeting the self-realization of the students and for the diversified, broadminded, neutralism and tolerance sphere, the aforesaid religious education is unlikely to unconstitutionality. But if the schools provide the one and only religious education, make the students have no selective possibility, and then these schools have acted against the principle of the separation of church and state . If from the standpoint of thorough split, the content of the teaching materials of the life education includes the courses of the one and only religion, then it acts against the constitutionality of the principle of the separation of church and state . With the respect of religious education in the private schools, because the schools don’t involve the principle of the separation of church and state , therefore, they are targets of protection under the constitution for religious freedom; furthermore, the private schools may depend on its own purpose of establishment to freely select instructors and students and because being notified them about the required courses of religious education in advance, they may freely set up religious courses; our country forbids their setting religious courses have violated constitution. With the respect of the case study of Xinyue Protestants, when the parents’ religious beliefs and the value system of the schools generate the conflicts, to protect the parents’ religious freedom the state should acknowledge that the parents have the right to decline the registration of their children for the required schooling education and may have right to educate their children at home; while to protect the rights of children for education as well, the substitute schooling education at home should provide similar content and standard of the general civil education as offered by the public and private schools in general in addition to the courses of religious education to let their children may also accept the equivalent education in the general schools.
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Lin, Chung-Wei, and 林忠蔚. "The perspective on spiritual education of the Taiwanese educators." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/7p23qc.
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博士國立政治大學
教育學系
106
The concepts contained in spirituality and spirituality education are numerous and inconsistent. This study aims to reflect the current state of spiritual education in Taiwan by exploring the scope and core of educational and spiritual education for educators. The primary results of this research indicate that: (1) limited level of acceptance is saliently featured in the educational settings in Taiwan as the focal understanding of holistic education as spiritual education is still missing and remains at a slogan level; (2) preliminary yet substantial understanding of spirituality and spiritual education has been made among Taiwanese educators; (3) a “Two-Dimensional Framework of Spirituality”, or 2DS, is schematized, intertwining vertical growth that highlights an individual’s life and consciousness and horizontal connection between an individual and his/her counterparts; (4) insufficient understanding of spirituality and spiritual education among Taiwanese scholars under the lens of 2DS; (5) insufficient understanding and emphasis of spiritual education of education authority in Taiwan, again, under the lens of 2DS. Taken together, the findings of this research provide insights into: (1) for infusing 2DS as a reference indicator into the syllabus and content for spiritual education for the country; 2DS as an indicator for schools to developmental projects or assessment practices and as a benchmark; for researchers as a development scales; (2) suggesting a new paradigm shift to construct the educators’ worldviews; (3) adjusting the actual implementation of concept mapping; and (4) adopting 2DS as an indicator of curriculum design for educators; developmental projects or assessment practices and as a benchmark for development scales.
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HSIAO, YA-LIN, and 蕭雅玲. "The Study of Taiwanese Bangzi Opera Artists’ Professional Education." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/72n33q.
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碩士國立高雄師範大學
表演藝術碩士學位學程
106
ABSTRACT As the Republic of China Armed Forces was forced into exile in 1949, Bangzi opera was brought to Taiwan along with the Army in order to console the soldiers and promote the morale of the people. Then Bangzi opera was established in the military company of the ROC Army (including Land Force, Air Force, and Navy). In the beginning, various opera companies recruited their own students for training. Hence, the paper aims to sort out the general situation and development of Bangzi opera in Taiwan, discusses the education models of Bangzi opera in different periods, examines the problems of talent cultivation of the opera, and further discusses the current situation of talent inheritance of the opera. Taiwan Bangzi Opera Company witnesses many periods: from the military period to the Ministry of Culture through the Ministry of Education. The talent cultivation methods and the number of teachers in Bangzi opera in different periods of time exert a significant impact on the Taiwanese Bangzi divas’ performances after the cross-strait exchanges. This study used in-depth interviews with opera divas, direct participation, teaching and observation in order to analyze the problems such as student sources, the lack of teachers, the lack of scripts, and future directions. Bangzi opera has come to Taiwan for 65 years, witnessing each period of establishment and cultivating numerous students, particularly the representative opera diva, Wang Hai-Ling, a receiver of the National Awards of Art. Then Bangzi opera enrolled nine periods of students with the aim of “Promoting Zhongyuan Culture and Inheriting New Voices of Bangzi Opera.” The National Taiwan Junior College of Performing Arts started to enroll students until July of 2004. While Taiwan has no school education of Bangzi opera among the junior colleges, the Taiwan Bangzi Opera Company still survives in the public sector. To continue the operation, the Opera Company has to cultivate new talents of Bangzi opera, and also shoulder the burden of traditional Chinese opera talents’ training in southern Taiwan: the cultivating method and curriculum serve as the main key to absorb and graft other operas talents (such as Beijing opera, Taiwanese opera, and Hakka opera) and then foster and train them. The researcher wishes to enhance the sustainable development of the Taiwan Bangzi Opera Company through the talent incubation of Bangzi opera.
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Chao, chen-hui, and 趙振輝. "Marine Biodiversity Education for Central Taiwanese Primary School Study." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/28100503060107939313.
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碩士中華大學
工業管理學系碩士班
100
Marine biodiversity is the measure of variation of lifepatterns within an ecosystem or anearth in the ocean. Rapid environment variednature residence destruction, invasive species, genetic pollution, human over population, overexploitation,hybridization, genetic erosion and food security,climate change, and over-harvestingled mass extinctions. Marine ecosystem protection knowledge and behaviors emphasized Taiwanese primary education determines what priority criteria from pollutions by experts and scholars with analytic hierarchyprocess method in this research.Meanwhile, it studies current primarymarine biodiversity education knowledge and behaviors what might be improved for children.
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Lu, Kuo C., and 呂國政. "The Content Analysis of Environmental Education in Taiwanese Adage." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/44466077011676917185.
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碩士國立臺中教育大學
環境教育研究所
98
The purpose of this study was focusing on analyzing the current situation and corresponding content of the environmental education in Taiwanese adage, one of Mandarin teaching material. This research aimed at the analysis of the series book of “Wisdom in Taiwanese Adage” written by Ho-Lee which contains eight volumes, eight hundred Taiwanese adages. The researchers employed content analysis and descriptive statistics for this study, the five constructs in the environmental education subjects of the Nine-Year Integrated Curriculum served as the main analyzed classifications. There are 11 topics under the above five constructs that used for the analysis of the environmental education intension and environmental education topics in the series book of wisdom in Taiwanese adage. In the quantitative study, we exploit the explanation and statement about Taiwanese adage in the books mainly and probe into the environmental education essence content among them. Our study revealed that among the five constructs of environmental education, the construct of “environmental knowledge” was mentioned most, while the construct of “environmental experience” was rarely mentioned. In 11 topics, the topic of “environmental protection in life” was mentioned most, and all ignored the topic of “the investigation of global environmental issues”. We detect the following points with respect to the quantitative analysis: 1. The topic of the impact to the environment from human behavior: Adages can elaborate that the major cause of environmental sufferance is because of the endless desire of human beings exploiting of natural resources. 2. The topic of the experience of the natural and humane environment: The experience of natural environment is the sense of sight and the sensitivity to the environment and the following of natural laws can tend to auspiciousness and avoid the knell. 3. The topic of ecological basic conceptions: Without the artificial interference, the creation has its own living styles following the natural laws. 4. The topic of the intension of environmental issues: The appearance and the respect of environmental issues need to be produced for a long time. 5. The topic of environmental protection in life: The concept of gratefulness is the psychological basis of environmental protection. There are lots of adages tell us the advantages of save and the disadvantages of waste. 6. The topic of environmental ethics: The concept of human-centre ethics appears to be less, and focus on explanations of life-center and ecological-center ethics mainly. 7. The topic of social justice and the sustainable development: About the care of disadvantaged groups, Taiwanese adages present mainly on the care of the workers, the poor and the disabled. 8. The topic of investigation in environmental issue: Adages can elaborate how to master the key points and then bring up the strategies on the complicated environmental issue. 9. The topic of the planning during environmental activities: Adages can elaborate the importance of planning and execution during the process of environmental activities. 10. The topic of the participation in local environmental activities: Adages can illustrate the attainment of experiences after the participation of environment activities. According to our reference survey and research results, we proposed several suggestions to teachers and publishers.
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Chang, Hsiu-Mao, and 張秀貌. "The Study of Innovation for Confucius's Educational Ideas and Taiwanese Elementary School Moral Education." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/06330034720022278531.
Full textAbstract:
碩士華梵大學
東方人文思想研究所
96
ABSTRACT Confucius was a great thinker and educationalist in ancient times. His thoughts were broad and profound. We know Confucius’ educational thoughts were taken from the moral thought as the basis; he hoped to train the students by educating them to become the kindest gentlemen – the ideal personality in his mind. He took moral into practice. Confucius’ many educational positions and methods are still being esteemed till now. The purpose of this paper is to discuss Confucius’ educational thoughts, and to discuss the reformation for the current moral education in the elementary school through Confucius’ educational thoughts. With this research, we hope to awake people to take a serious thought of the moral education, to carry forward the Chinese glorious cultures, and to improve chaotic situations in nowadays society. This paper is divided into seven chapters. The first chapter is the introduction which divided into three sections: the foreword, the motivation and goal of the research, and the research techniques. This chapter explains why the writer studies Confucius’ educational thoughts. Confucius was called “the greatest teacher”. His thoughts deeply influence all Chinese in all the dynasties. More importantly, after more than 2000 years, Confucius’ moral educational thought are still being used as new. The writer has engaged into the educational work for more than 10 years, and discovered that our teachers are still being left far behind by Confucius’ educational spirits and methods. Furthermore, people are depressed by all kinds of chaotic situations that appear in Taiwan society. Through this research, the writer would like to discover some methods that could contribute to Taiwan moral education improvements. The second chapter is about Confucius’ biography, background and representative works, and is divided into three sections: Confucius’ biography synopsis, Confucius' time, and Confucius' representative works. It is necessary to understand these sections in order to study Confucius. Confucius' thoughts were hugely affected by the time background when he grew up, and by his family background as well. We all know that Confucius was a waned aristocratic descendant. He had a solid educational foundation received from family, in addition from his mother's guidance; therefore, Confucius was well-known by “etiquette” since the childhood. Confucius had poor family circumstances during the childhood. His father died early and he had to do a lot of miscellaneous jobs for living. Such environment disciplined Confucius’ individuality, and at the same time, raised his benevolence and the broad heart. This was where his great thoughts formed. The third chapter is about Confucius' educational thoughts. It is divided into four sections: Confucius' moral philosophy, the goal and the content of education, teaching all comers without discrimination, teaching students in accordance with their aptitude and the inspiration education, and study should pay equal attention on teaching by examples and by words. The core of Confucius' thoughts is being kind. Many of his thoughts were proposed within the teaching activities by himself and his disciples. He advocated to teache all comers without discrimination; this is also Confucius’ benevolence thought performance. Confucius was a practical moral philosopher. He promoted the moral philosophy into the politics; therefore ,he was also a political philosopher. By promoting education, he became an education philosopher. He stressed that individual personality should be trained and pursued self-consummation in order to have the most important goal to improve the society; also to benefit the crowd. This is also the general idea to achieve “the world of kindness” boundary. That is what the Confucius is truly great for. Confucius is called the greatest teacher. What is so unique about his educational thoughts? This chapter will have the explanation The fourth chapter is about current moral educational characteristic in the elementary schools. This chapter is divided into three sections. First is the moral education development's correlation theory. Second is the current elementary school moral education idea. Third is the difficulty of implementation for current elementary school moral education. The writer starts from the moral development correlation theories, the moral education connotation, and the moral education implementation pattern, to elaborate the current Taiwan elementary school’s moral education ideas. Nine year consistent curriculum's implementation makes the teachers feel helpless on preceding the moral education. Is the new curriculum's implementation actually the virtue-lacking education? Finally to discusses the difficulties on current elementary school’s moral education. The writer has referred to many domestic research papers and the periodicals, in addition with self working experiences for many years and thoughts sharing with the teachers at the school, which objectively discusse the difficulties and implementation for current elementary school’s moral education. The fifth chapter is about Confucius educational thoughts being a guideline for the current elementary school education system. This chapter is divided into three sections: the current moral education synthetic study, Confucius’ educational thoughts and the current elementary school’s education correspondence, Confucius’ educational thoughts correspondence with nine year consistent moral education. This chapter uses the previous chapter of research foundation, proposes the possible plans regarding the current elementary school’s moral education. Nowadays Taiwan society is facing some misunderstandings regarding the education liberalization, the democratization, and the multiplication and also the traditional Confucius’ moral culture has received some questions. In order to rebuild the moral education, do we have to counter the traditions? Recently many countries have esteemed the Confucius culture in abundance. Why could Confucius' thoughts stand up as new for all this time? Take a look at the six major moral characters that have been proposed by the European and American countries. United Nation has the global ethics manifesto and many education ideas that were actually already in Confucius's ideology. Therefore, regarding our fine traditional culture, we can’t improperly belittle ourselves at all. The sixth chapter is divided into two sections. First is the adjustment for the teachers’ roles. The following points must be achieved: Teaching by example is more important than teaching by words; Teachers are the guides and to establish the friendship with students, a teacher in a group,should pay equal attention to moral and general education, and to have the responsibility consciousness. Second is to improve the teaching abilities. It includes the enrichment of specialized knowledge, the enrichment of specialized experience and practice, the promotion of education wisdom, the development for fine education, and making the high values that add to the teachers. The seventh chapter is the conclusion. According to all the chapters in this paper, being kindness is the core value of Confucius’ moral thoughts. What we say to beloved by kindness, and the saying “not does unto other, does not do to others”. Confucius cared about practical moral. He has set himself as an example to educate the disciples. His thoughts of teaching all comers without discrimination have received the posterity to esteem. Today, since we have faced with multicultural impacts and the moral distortion, we should carry forward the traditional fine cultures. All the teachers should probably imitate Confucius’ spirit of nonstop learning and educating, promote their professional ability, and be able to adjust their own roles in order to become joyful and professional teachers. Key word：Confucius / Educational Ideas / Moral Education / teaching all comers without discrimination
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WU, TING-YI, and 吳亭儀. "Education Experience of the Children of Taiwanese Businessmen in Thailand：A Research on Taiwanese Students in International Schools." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/p3s4hs.
Full textAbstract:
碩士國立暨南國際大學
東南亞學系
104
This study investigates and describes the factors that Taiwanese children in Thailand choose to study in International schools, the life experience and learning process of adaptation, by the qualitative research and in-depth interviews with 8 Taiwanese businessmen and 10 Taiwanese children. The objective findings are summarized as follows: 1. The reasons that children choose to study in Thai International Schools are due to parents’ advices, information sources and the characteristics of schools, instead of considering the transportation issues and tuition fees. 2. The adaptation issues: language is the most difficult problem and it takes 1-3 years to adapt. Culturally, Taiwanese children have positive experience to get along with Thai people as they are friendly and polite. In learning aspects, although the teaching methods are totally different from Taiwan, children still prefer the diverse and active learning environment in international schools. 3. Age, family and social supports are the most essential factors which influence the adaptation of living and learning for Taiwanese children in Thailand. The younger they went to Thailand, the better they can adapt themselves to the new environments. Besides, with family support, especially in emotional aspect, children have higher adaptability. Moreover, with the strong peer relationships and the language support from school, they are able to adapt to the foreign environment in a short time. However, because of the limitation of interviews, the study only can show the adaptation situation about 30 years ago. For future researchers, this research can be done for the children of Taiwan businessmen in Thailand in recent years; to reveal the results of the current situation of adaptation.
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Huang, Hui-Shiu, and 黃惠秀. "The Comparative Study about the Taiwanese Teacher Education Policy Development." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/15631958477051908050.
Full textAbstract:
碩士淡江大學
教育政策與領導研究所碩士在職專班
96
According to the subject of this study, the main purposes were as follows: 1. To understand the history and development of Taiwanese teacher education. 2. To research the characteristics of the western teacher education policies and development. 3. To discuss the transforming process of Taiwanese teacher’s education policy development. 4. To analyze the problems of the current Taiwanese teacher education program. 5. To explore the effectiveness of the Taiwanese teacher education program and policy development. In order to achieve the above purposes, this study used document analysis and expert forum to clarify and compare the Taiwanese teacher education policies and development. Firstly, through the research of literature collection, specifically based on the development of Taiwanese teacher education’s background, development of history, policy, related-problem and related match factors with explanations, followed by an expert forum. Lastly, from the comprehensive document analysis and information from the expert forum, the conclusions of the study were as follows: 1. Due to the impact of the globalization, importance should be attached to teacher education policy restructuring niche. 2. To carry out long-term planning to help improve teacher education policy development. 3. Review of teacher education policy development should fully reflect social phenomena and the market needs. 4. Refer to Europe and the United States and other countries teacher education policy development, characteristics and experience to enhance the quality of teacher education. The recommendations made from the conclusions were as follows: A. Recommendations for the Central authority of the Education administration: 1. To review and restructuring with a view to build a whole, advanced and professional teacher training system. 2. To establish a long-term supply and demand of teachers and teacher evaluation mechanism of human resources of effective supervisory mechanisms. 3. To build the specific planning of a “Professional standards-based” teacher education policy development platform. B. Recommendations for the teacher education institutes: 1. To build a teacher education institution with a “The Best” attitude. 2. To let teacher training institutions plan and develop professional education-related courses. 3. To provide sustainable development of professional education environment for teacher training institutions.
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Wang, Jih-Ying, and 王日吟. "The Transformations in Taiwanese Consciousness and History Education(1945-2011)." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/69086822050641224503.
Full textAbstract:
碩士中興大學
歷史學系所
99
In this essay I am discussing about the transtormatoins in Taiwanese Consciousness postwar and analyzing how political and cultural elites construct and lead the development of Taiwanese Consciousness. In this essay, Taiwanese Consciousness is divided into three parts: 1. the 1945s to 1960s-the birth province complex caused by the incidents such as Taiwan restoration and the 228 Incident. And the total control over the country as well as the construction of Nationalism due to the party-state system. 2. The 1970s to 1980s-from Taiwan Nativist Literature discussing the rising of the awareness of the natives due to Taiwan Nativist Literature debate during 1970s and Taiwanese Consciousness during 1980s under the pressure of international isolation and the rising of political and social movements, which was the milestone of the democratic movement in Taiwan. 3. the 1990s to 2000-Taiwanese Consciousness reached its peak on DPP, which believes in Taiwan Independence, won the presidential election in 2000. “Taiwan” is the symbol of the political system. Finally, Taiwanese Consciousness becomes a common view between people in Taiwan. These years, the party-state system has successfully made us believe the importance of Chinese Consciousness through history education until the reform of education during the 1990s. With the coming of “one outline, multiple textbook edition" policy, history education stress more on history itself, values more on the development of people having their own opinions about history. Through the questionnaire, I found that most of the people who were born in 1970s tend to accept Chinese principle while most of those who were born in 1990s tend to accept Taiwan Independence. During the 19th century on, history education emphasized that of nationalism. However, we should instruct the students the ways to think about the nation identification instead of telling them which country they should identify with.